A STUDY OF LEARNING MANAGEMENT SUPERVISION RESULTS BASED ON THE CONCEPT OF TEACHER COACHING-MENTORING FOR SUPERVISORS
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Abstract
The purposes of this research were (1) to study the components of learning management supervision system based on the concept of teacher coaching-mentoring for supervisors; (2) to study the current condition and the needs for learning management supervision based on the concept of teacher coaching–mentoring of the supervisor; and (3) to study the learning management behaviors of teachers who were supervised based on the concept of teacher coaching-mentoring. The research sample consisted of five purposively selected experts, 291 supervisors from the Primary Education Service Area Offices in the Northeastern Region obtained by multi-stage sampling, six purposively selected teachers. The employed research instruments were a semi-structured interview form and a questionnaire. The data were analyzed using the mean, standard deviation, and t-test. The results showed that (1) the learning management supervision system based on the concept of teacher coaching-mentoring for supervisors was composed of 6 components: (1.1) the objectives of supervision; (1.2) the supervision personnel; (1.3) the supervision methods with 7 sub-components; (1.4) the academic knowledge; (1.5) the supervision tools; and (1.6) the evaluation, (2) regarding the study results of the current condition and the needs for learning management supervision based on the concept of teacher coaching-mentoring for supervisors, it was found that the current condition was at the moderate level, while the needs were at the high level, and (3) the learning management behaviors of the teachers who had been supervised based on the concept of teacher coaching-mentoring had changed for the better significantly at the .o1 level of statistical significance, which affected the quality of the teachers’ learning management activities by 99.9 percent.
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